American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Read Well

(2006).
IES What Works Clearinghouse Intervention Report.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided Yes*
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a review of studies investigating the effects of the Read Well curriculum, a systematic instruction program, designed to improve the literacy of English language learners. The effectiveness of the intervention is regarded as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).

Question(s) Addressed:

Question not specifically stated.

Population: Elementary school students from five schools in Central Texas.

Intervention/Assessment: Read Well (a research-based reading curriculum designed to improve student literacy).

Number of Studies Included: 1

Years Included: Not stated

Findings:

Conclusions:

  • Treatment
    • Language
      • Reading
        • Systematic Instruction - One study included in this review met WWC "Evidence Standards with Reservations". Based on this study, "the WWC rated [Read Well] as having potentially positive effects on the reading domain" (p. 3) for English Language Learners.

Keywords: English Language Learners, Literacy

Access the Review

Note:

*See the WWC Evidence Review Protocol for inclusion criteria

Added to Compendium: March 2012

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